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Soc 3193 syllabus   miller - spring 2014
Soc 3193 syllabus   miller - spring 2014
Soc 3193 syllabus   miller - spring 2014
Soc 3193 syllabus   miller - spring 2014
Soc 3193 syllabus   miller - spring 2014
Soc 3193 syllabus   miller - spring 2014
Soc 3193 syllabus   miller - spring 2014
Soc 3193 syllabus   miller - spring 2014
Soc 3193 syllabus   miller - spring 2014
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Soc 3193 syllabus miller - spring 2014

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Syllabus for course on sociology of work and occupations.

Syllabus for course on sociology of work and occupations.

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  • 1. SOC 3193 Sociology of Work and Occupations Spring, 2014 TR 11:30-12:45 MH 3.02.18 Instructor: Email: Michael Miller michael.miller@utsa.edu Office Address: Office Hours: MS 4.02.26 TR 12:45-2:15 Required Text: Volti, R. (2012) An Introduction to the Study of Work and Occupations. http://www.sagepub.com/books/Book235711 (other materials available online) Blackboard: In addition to the text, Blackboard is available by virtue of enrollment in this class. It is a vitally important resource which will allow you to access the course syllabus, assigned materials, and course grades. (Let me know if you have any difficulties accessing this site.) The Course: Description. SOC 3193 addresses the changing nature of work, employment, and occupations within the context of economic globalization and economic reorganization by reference to major sociological theories, concepts, and empirical findings, particularly as they relate to the U.S. Multimedia Web-Based Approach. SOC 3193 is a hybrid course in the sense that it combines conventional in-class teaching with supplemental instruction derived through online resources. Specifically, we will devote considerable out-of-class time to examining multimedia materials linked to the course via this syllabus. For my approach to employing online content, see A System for Integrating Online Multimedia Into College Curriculum. Objective. The course objective is to provide an opportunity for you to derive sociological understanding of work and occupations, and their effects on human well-being. This will be sought through class lecture and discussions, research, reading, and media assignments, and class presentations. Degree Program Relevance. SOC 3193 satisfies 3 hours of upper-division electives. Student Contributions: The course requires your active involvement. At the minimum, you are expected to attend class, read text assignments, cover assigned Internet materials prior to class, and take examinations as specified. To facilitate your success, consider the following suggestions: 1. You are responsible for becoming familiar with all rules concerning conduct, including those relevant to scholastic dishonesty (see The Student Code of Conduct). You are also expected to reflect the Roadrunner Creed in your behavior, and adhere as well, to the UTSA Honor Code. 2. Do not be a “spectator.” Your success in the class will be proportional to your engagement. This is your class—actively participate. Ask questions, discuss observations and experiences, locate and discuss online content... Get to know other
  • 2. 3. 4. students (exchange phone numbers/email addresses). Talk about the course, share lecture notes, hold study sessions before exams... Read / watch / listen to assigned text and Internet materials before the presentation date. In reading the text, make sure you also study tables, charts, and graphs. Taking notes will also be helpful for retaining online content. Should you have any concern or problem that is affecting, or may affect, your academic status or class involvement, communicate with me about it. If office hours are inconvenient, arrange a conference with me at another time. Note: all e-mail communication should be directed to michael.miller@utsa.edu Support services, including registration assistance and adaptive equipment, are available to those with documented disabilities through Student Disability Services. Course Practices and Policies: 1. 2. 3. 4. 5. 6. 7. 8. 9. Student Survey. During the first week, please complete an online survey about yourself in order to better meet your learning needs. Class Beginning. A few minutes before starting class, I may play a selection of popular music that in some way relates to the topic to be discussed that morning. Please listen to it in silence, and try to determine how the lyrics of the song are relevant to topic concepts. At the conclusion of the song, I will call on volunteers for brief discussion. Note: My knowledge of current popular music is limited, and any song contribution that relates to work or occupations from you would be appreciated. Please e-mail suggestions to me with brief description of how the music applies to concepts. Attendance. Attendance will be taken on a regular basis. Coming Late. Please enter and take a seat without disrupting others. Notetaking. PowerPoint slides are regularly used in class to overview key ideas. Such slides will include images, graphics, animations, and video. Understand that your notetaking effort should also be directed to what I am saying, rather than solely the slides. I do not post (nor otherwise make available outside class) slides used in class. Class Ending. Class ends at 12:45—please let me know if I run past that time. Technology Use. Avoid cell-phone embarrassment: turn it off before class starts. Under no circumstances can a cell phone be out during an exam. The use of laptop and tablet computers is permitted during class for course purposes only. Grade Reporting. All exams and assignments (except the final exam) will be returned to you in class (no one else may pick these up for you). Grades cannot be reported by telephone, fax, or e-mail. Grades will also be made available on Blackboard. They can be discussed during office hours or by appointment. Drop Procedure. Should you decide to no longer attend, be sure to follow appropriate UTSA administrative procedures. Evaluation Sources: Exams. Three exams, including a non-cumulative final exam, will be administered over the semester. Exams will consist of multiple-choice questions, and will account collectively for 60 percent of your final grade. You will need to provide a Scantron grading sheet (882) for each exam. If you miss an exam for a valid reason, you must submit a written request (paper copy) for a make-up exam, including documentation for your absence, at the time of your return to class. All make-up exams will consist of essay-length questions and will be administered immediately after completion of the final exam. Note: I do not distribute exams from previous semesters to serve as study aids, nor do I release for personal use those exams that are taken during the semester. Exam results are yours to keep following in-class review.
  • 3. Informational Interview. You will develop and submit a paper overviewing an informational interview that you conducted with an individual employed in a field consistent with your occupational interests or fantasies. This assignment involves interviewing someone who is currently working in a job, occupation, or field in which you have significant interest. Specifically, this assignment should stimulate focus on issues of occupational choice. This should be particularly useful if you have yet to seriously ponder about what you will be doing after graduation. Also, this assignment will require that you link your career interest with a particular individual working in that area. Interviewing that person should give you a better understanding of the field, and the pros and cons of employment within it, and will also provide an initial contact with whom you can begin building a job-search network. From this interview, you are to write up an overview of your findings. In this overview, do not merely quote at length from your interview notes. Rather, paraphrase, interpret, and synthesize relevant interview information into a coherent narrative. However, feel free to judiciously employ quotes when they particularly well-state interviewee ideas. Listed below is an interview guide, including specific questions or areas about which you should obtain information. You may also report any additional information that you believe relevant. Interview Guide: 1. Interviewee's full name, email address, and phone number. 2. Place of employment, job title, and description of job duties. 3. Relevant prerequisites for entry into position (education, training, internships, job experience, important contacts). 4. How was present job obtained? 5. What are the most significant advantages and disadvantages of job? If he or she "had it to do over again" would they be in this line of work. Why or why not? 6. How much does job pay (or pay range), and what benefits are available (health insurance, retirement pension, etc.)? What is the starting or entry-level pay? How much does pay usually increase with experience? Does job carry other opportunities to earn income? 7. Does the interviewee intend to stay in job? What occupational goal does interviewee eventually want to attain? 8. What suggestions can the interviewee give about how to go about securing employment in this field? 9. Obtain any relevant biographical information about the interviewee that did not emerge yet in the interview (age, hometown, education/training background, previous employment, etc.). 10. Ask for names of others who might be contacted for additional information or assistance. In evaluating your research paper, I will focus on the thoroughness and the thoughtfulness of your discussion. An electronic copy of the paper is to be submitted to me via Blackboard by the beginning of class, March 4, and will account for 20 percent of your final grade. Late papers will be discounted 5 points per each day late. Be prepared to discuss your interview findings in class. Video Clip Assignment. This assignment will enhance your understanding of relevant course concepts and your ability to locate and employ video within instructional contexts. Working with three other students, locate an online video clip that is relevant to the sociology of work and occupations. The clip must be available on the Web through streaming, and should be no less than 30 seconds long and no longer than 10 minutes in length. An appropriate lesson context
  • 4. plan for its classroom use should then be developed. This plan should describe how the clip will enhance understanding of some aspect of work and occupations, how it should be employed within the classroom, and as well, a set of questions that could be asked about the clip. (Go to The Sociological Cinema to see sample videos and lesson context write-ups.) Presentations will be made in class near the end of the semester, and I will upload all projects to Blackboard for purposes of display and examination review. Project grade will be based on the relevance of the clip and how well the lesson plan develops the clip into a meaningful learning experience. The project will account for 20 percent of your final grade, and is due on April 24. Participation in the Google+ Community. You will have the opportunity to build your grade through extra-credit points by virtue of posting entries to our class blogging community. SOC 3193, Sociology of Work and Occupations is the out-of-class center for sharing online multimedia relevant to our class. As a Google+ "community," our site is a private destination available only to those enrolled in SOC 3193. I am the site moderator, and as such, will control access to membership, and monitor posts and comments contributed by members. To participate in this community, you will need to have a Gmail account (to create account, go to https://mail.google.com/intl/en/mail/help/about2.html ). If you already have one, please create another for class purposes. The address for your account should be ABCUTSA@gmail.com, with the first three letters representing the initials of your name. (Example: my name is Michael V Miller; therefore my gmail address is MVMUTSA@gmail.com. Note: If you do not have a middle name, use the letter X.) Details about participation and extra-credit will be provided in class. Grading Scale: Exams, projects, and your final average should be interpreted on the following basis: A > 89 B 80 – 89 C 70 – 79 D 60 – 69 F < 60 Course Schedule Week 1 Jan 14 Topic: Course Orientation Jan 16 Topic: Meaning & Significance of Work Reading Assignment: What Is It About 20-Somethings? In the opinion of the writer, identify the main reasons why young adults, including most college students today, are taking so long to assume adulthood. Which parts of this argument are consistent with your observations and experiences? Which are not? Video Assignment: The Millennials Are Coming! This 60 Minutes segment claims to describe the attitudes and behavior of today’s late teen and young adult generation. To what extent and in what ways do you believe that it is accurate about others you
  • 5. know of this generation? If you are of this age group, how well does it describe you, particularly in terms of your orientations toward work and career? Week 2 Jan 21 Topic: Text Assignment: Work in Context of Social Evolution Volti – 1 For Your Enjoyment: Crash Couse: The Agricultural Revolution Jan 23 Topic: Text Assignment: Organization of Work in Preindustrial Society Volti - 2 Week 3 Jan 28 Topic: Text Assignment: Industrial Revolution Volti - 3 Video Assignment: The Industrial Revolution This documentary examines the rise of industrialism in England during the late-18th / early 19th centuries. Be sure to identify key factors fostering the revolution. For Your Enjoyment: Flocabulary: Industrial Revolution Crash Course: Coal, Steam, and the Industrial Revolution Jan 30 Topic: Case Study of Industrialization: Stoke-on-Trent Video Assignment: Gladstone Pottery part 1 and part 2 Consider the nature and organization of manufacturing production in a 19th century bottle-oven factory. Week 4 Feb 4 Topic: Capitalism and Work Video Assignments: Industrial Supremacy (Directions: Scroll down to Program 14 – IndustrialSupremacy—and then click on the “VoD” icon on right side of selection. You may then need to register at the site to gain free access to streamed videos. After retrieving film, enlarge viewing area by placing cursor on video image, right clicking, then > “zoom” > “full screen”.) Examine U.S. industrial growth and dominance in late 19 th / early 20th centuries by watching this documentary. Be sure to note relevance of organizational and technological innovation, as well as worker treatment. Capital and Labor (Directions: Scroll down to Program 17 –Capital and Labor—and then click on the “VoD” icon on right side of selection. You may then need to register at the site to gain free access to streamed videos. After retrieving film, enlarge viewing area by placing cursor on video image, right clicking, then > “zoom” > “full screen”.) After viwing this documentary, describe the rise of U.S. corporate giants, relationships between workers and owners, and the early days of the labor movement in late 19 th / early 20th century U.S.
  • 6. History of the Model T Ford Identify the factors that converged to transform the automobile industry, in particular, and American manufacturing in general, via the second Industrial Revolution. Feb 6 Topic: Capitalism and Work (continued) Video Assignment: The Corporation Watch this critical treatment of the rise of the modern corporation, its likeness to the symptoms of a sociopath, the externalities it produces, how it markets its goods to consumers, the unethical and illegal operations of transnationals in foreign nations, and much more. Entire film should be viewed (2 hours, 20 minutes). Week 5 Feb 11 Exam 1 Feb 13 Exam Return / Review Week 6 Feb 18 Topic: Text Assignment: Work in the Context of Family & Life-Cycle Volti - 14 Video Assignment: Sandwich Generation Who comprises this generation? What is the nature of its dilemma? How does this dilemma affect worklife / family-life? Feb 20 Topic: Text Assignment: Cultures: Organization / Occupation Volti - 8 For Your Information: What Is Corporate Culture? Zappos Company Culture Week 7 Feb 25 Topic: Text Assignment: Occupations: Industrial Employment Volti - 5 Video Assignment: Factory Scene from Modern Times Identify the dehumanizing aspects of workplace organization in this clip. How does the worker attempt to cope with these elements? Feb 27 Topic: Text Assignment: Occupations: Bureaucratic Employment Volti - 4
  • 7. Week 8 March 4 Topic: Organizations and Work in Post-Industrial Society Video Assignments: Is Wal-Mart Good for America? Video providing in-depth look at how Wal-Mart has become the dominant force in global retail marketing. Identify the strategies and tactics of Wal-Mart that have catapulted it to the top. Learn the particulars of its success and how it has affected other businesses and workers. Benefits Denied Examines the common corporate practice of deeming employees “freelancers” in order to deny them benefits. Due: Informational Interview Paper March 6 Topic: Work and Emotion in the Service Economy Reading Assignment: Goffman’s Dramaturgical Sociology Understand the nature of service work involving interpersonal relations in light of Goffman’s perspective. Identify key concepts. Week 9 March 11-13 No Classes: Spring Break Week 10 March 18 Topic: Text Assignment: Professions & Professionalization Volti - 9 Video Assignment: The Undertaking Determine to what extent the central character in this documentary meets the major hallmarks of professions as he practices his craft. Identify strains and tensions he faces in the conduct of his daily work, and whether his conception of himself as a professional enables him to effectively resolve these issues. For Your Information: Anatomy of a Doctor March 20 Topic: Labor Unions Video Assignments: Workplace Rights Covers a broad range of workplace rights topics, including your right to organize and join a union. Unionization at Ford Overviews the reasons that workers organized a union at Ford Motors during the Depression, and the response of the company. Janitor Justice Examines the plight of janitors in Houston, and attempts at unionization for higher wages.
  • 8. Food Fight Focuses on lengthy attempt to unionize Smithfield packing plant in Tar Heel, NC. Week 11 March 25 Exam 2 March 27 Exam Return / Review Week 12 April 1 Topic: Text Assignment: Labor Supply and Labor Demand Volti - 7, 10 April 3 Topic: Text Assignment: Employment Problems: Barriers to Entry / Mobility Volti - 13 For Your Information: Racism in America: Job Interview Can Your Name Keep You From Getting a Job? Week 13 April 8 Topic: Text Assignment: Job Stress and Workplace Violence Volti - 12 Video Assignments: Working with Stress - pt 1 Working with Stress - pt 2 Describes the nature and causes of work-related stress, as well as measures one can take to prevent or reduce stress. After the Layoff How to cope with extra work as coworkers are fired. Violence at Work Determine the reasons for workplace violence and the practical measures that can be taken to minimize its likelihood of occurrence. Workplace Bullying Learn about the nature of this problem and what you can do to end it. April 10 Topic: Text Assignment: Job Termination and Unemployment Volti - 11 Reading Assignment: Managing the Disappointment of Job Termination View: The Decline: Geography of Recession Graphic animation of growing unemployment rates by U.S. counties over recent years. For Your Information
  • 9. Downsizing: One Industry That Is Up Jousting for Jobs Searching for Work and Not Giving Up How Job Loss Affects Families After Being Laid-Off, An Unexpected Career Change Out of Work and Too Down to Search America's RV Capital Down in the Dumps Living With Less: The Human Side of the Global Recession Week 14 April 15 Topic: Text Assignment: Future of Jobs and Work Volti – 15 Video Assignments: What Will Future Jobs Look Like? Identify the major ways work will have changed in coming decades, according to Andrew McAfee April 17 Topic: Student Presentations Week 15 April 22 Topic: Student Presentations April 24 Topic: Student Presentations Due: Video Clip Assignment Week 16 April 29 Topic: Course Conclusion Week 17 May 6 Final Exam, Tuesday (9:45-12:15)

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